3. Aspects of learning
3.3 How do we learn languages?
According to Juurakko and Airola (2002, 35) researchers have not reached unanimity on how the learners actually learn languages. Littlewood (1984, 12) speaks about two main orientations towards language learning. The other views language learning as learning any other skill: the language is learnt when one analyzes it in small pieces which are practised one by one until the learner learns the fluent use of the pieces together. The other views language learning as a natural process: the learner learns a language when he/she uses it in natural communication, in other words in the same way a child learns his/her mother tongue without teaching. These orientations complete each other and teaching should reach a balance between them. I recognize using both of the previous orientations in my teaching, and I feel that both are very important. Arranging situations for natural communication is not so easy in a country where the language is not spoken as a mother tongue, but for example correspondence with English-speaking children is a good way to practise actual, true and meaningful communication. On the other hand, children need teaching of the small pieces separately, for example talking about using the articles a, an and the, as well as practicing telling the time or verb conjugation. I believe in thorough teaching of the small pieces of the language and then trying them out in own written or spoken language production.
According to Huttunen (Juurakko & Airola 2002, 35), the ability to learn a language consists of fo ur parts: awareness of the language and communication, general phonetic awareness and phonetic skills, learning skills and heuristic skills. According to a pilot project carried out in Finland in 1998 – 1999 (Juurakko & Airola 2002, 42), it is very useful to teach the learners how to develop their learning skills already in the elementary level. Furthermore, it is pointed out that self evaluation should be learnt already in the elementary level. The learners benefit a great deal if they are made aware of these aspects of language learning as early as possible. Today, most English study
book authors have recognized the importance of self evaluation and learning skills, and thus have added exercises and questionnaires in the exercise books to raise the pupils’
awareness of these aspects. It is a great help for the teacher as well, not having to prepare the exercises him/herself.
3.3.1 Language learner’s competence
In the new curriculum of public schools in Tampere (Tampereen kaupungin perusopetuksen opetussuunnitelma 2004), the concept of competence has been strongly brought forward. In the near future, the evaluation of pupils’ langua ge skills will be standardized in every European country that is a member of the European Union. For this purpose there is a language skill evaluation scale in use. A significant part of studying languages and the evaluation of one’s language learning is a so-called language portfolio. It is best suitable for the first foreign language studied, and thus in Finland it will be and already is a part of the English learning process in most cases.
The language portfolio consists of three parts: a language passport, a biography and a group of samples. The language passport includes official certificates, the biography displays among others the learner’s experiences of learning so far, e.g. a diary of learning, and the group of samples contains authentic pieces of work from the learner, for example essays, stories, poems and projects. It is believed that using a language portfolio gives the learner an experience of success and allows him/her to use the learning styles that best suit him/her. The portfolio also displays the learner’s skills in various ways, determines the strengths and quality of the learner’s skills and supports the learner’s self evaluation. Furthermore, the portfolio helps the learner to build on his/her trust in him/herself as a language learner as he/she can reflect on his/her experiences, problems and successes during the years of learning. It can help to strengthen one’s self confidence when one can see in one piece of work (the portfolio) where the process started (learning to say hello and goodbye in the 3rd grade) and everything one has achieved since then.
3.3.2 Constructivism and learning
Constructivism sees the learning process as something that is based on the learner’s previous experiences and knowledge. Thus the learning starts within the learner
him/herself. The practical advice for the teacher is to ask the pupils for example: “What do you already know about dolphins?” By first gathering the information that is already there, the teacher can make the correct setting for questions and further learning easier.
In the Finnish curriculum for schools this is called ‘the new concept of learning’.
Furthermore, Yli- Luoma (2003, 21) states that Vygotsky’s social constructivism highlights the social context of learning. In this theory Vygotsky implies that with the help of other people, a person can learn something that he/she would not be able to learn by him/herself. The main point is that there is always a social component in information, which a person cannot activate without social interaction of some kind.
Information can only be realized through other people. Several different studies have shown that social interaction truly is important in learning processes. Experience alone is not sufficient, but experience and learning together is an optimal method of learning.